The Correlation Between Daily TikTok Usage and Sustained Attention During Extended Reading Tasks in Adolescents Aged 13-16

Abstract

Objective: This study investigated the relationship between daily TikTok consumption and sustained attention during extended reading tasks among adolescents aged 13-16.

Method: A sample of 453 adolescents (M_age = 14.7 years, SD = 1.2; 52% female, 48% male) was recruited from three public schools in Islamabad, Pakistan. Participants completed (1) a self-reported TikTok usage questionnaire, (2) a standardized reading comprehension assessment requiring 45 minutes of sustained focus, and (3) the Attention Span Inventory (ASI-2). Data were collected between August 2025 and December 2025.

Results: Pearson correlation analysis revealed a moderate negative correlation between daily TikTok usage and sustained reading scores, r = -0.38, p < .001, 95% CI [-0.45, -0.31]. Adolescents reporting more than three hours of daily TikTok use scored significantly lower on reading comprehension (M = 62.4, SD = 11.2) than those reporting less than one hour (M = 78.6, SD = 9.8), t(451) = 8.23, p < .001. Hierarchical regression analysis indicated that TikTok usage predicted unique variance in attention scores even after controlling for age, gender, and general screen time (β = -0.31, p < .001).

Conclusions: Findings suggest a significant negative correlation between TikTok usage and sustained reading attention among adolescents in Islamabad, Pakistan. While causation cannot be established, results support theoretical frameworks emphasizing attention residue and dopamine-mediated reward conditioning. Implications for educators, parents, and policymakers are discussed. The study contributes to the growing body of research on technology adoption and its psychological impacts in the Pakistani context.

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